Is it better to learn English from a native or a non-native speaker teacher?

Is it better to learn English from a native or a non-native speaker teacher? PDF

Author: Clara Winterfeld

Publisher: GRIN Verlag

Published: 2018-04-12

Total Pages: 5

ISBN-13: 3668682976

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Essay from the year 2017 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: For decades, there has been a widespread assumption in the field of English language education that native speakers are better teachers. They are said ‘to speak “unaccented” English, understand and use idiomatic expressions fluently, and completely navigate the culture of at least one English-dominant society. As a result, nonnative English-speaking educators have found themselves often implicitly, and sometimes explicitly discriminated against’ native speakers of English. Around the world 80 per cent of English language teachers are non-native speakers of English. But native speakers of English are usually given more value: they find it easier to get a job as an English teacher and get in general better payed. They are seen as belonging to a higher professional status than non-native speakers. It is said that as native speakers grew up speaking English they are more acquainted with the language and with that provide a better language education to their students.

Non-native Educators in English Language Teaching

Non-native Educators in English Language Teaching PDF

Author: George Braine

Publisher: Routledge

Published: 2013-10-08

Total Pages: 256

ISBN-13: 1135461864

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The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.

My English, My Rules

My English, My Rules PDF

Author: Fernanda Carvalho

Publisher:

Published: 2020-01-22

Total Pages: 86

ISBN-13:

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The book, My Language, My Rules, give learners a sense of belonging in the English language, challenging the traditional view of the standard English and the long-awaited fluency. It brings a new perspective into teaching and learning English, empowering learners to feel proud of their language and free to find their own voice in English. The author includes theories of language teaching, neuroscience and coaching in a practical way, in addition to sharing her own story to help learners to apply this knowledge in a simple way in their daily lives.

Native and Non-Native Teachers in English Language Classrooms

Native and Non-Native Teachers in English Language Classrooms PDF

Author: Juan de Dios Martinez Agudo

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2017-05-08

Total Pages: 362

ISBN-13: 1501504142

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Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession. Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences. This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.

Grammar Nonsense and What To Do about It

Grammar Nonsense and What To Do about It PDF

Author: Hugh Dellar

Publisher: Wayzgoose Press

Published:

Total Pages: 100

ISBN-13:

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Do you hate teaching some aspects of grammar? Do you ever feel frustrated that your students just don’t get it? Well, in Grammar Nonsense, Andrew Walkley and Hugh Dellar argue that you shouldn’t really blame yourself. The fault lies largely with the way grammar rules and methods have been passed down through training and published material and become established as the way of doing things: a straightjacket that we need to escape from. Through an entertaining series of rants and meditations on all things grammatical, from the use of the word grammar to the horror of teaching verb patterns, they aim to pull apart rules which we give without thinking and to question approaches to practice that are seen as a must. Along the way, you’ll not only learn how published materials get written and about ideas such as the transformation fallacy and grammar olives, but you’ll also get plenty of practical suggestions as to what to do about all this nonsense.

Non-Native Language Teachers

Non-Native Language Teachers PDF

Author: Enric Llurda

Publisher: Springer Science & Business Media

Published: 2006-06-09

Total Pages: 332

ISBN-13: 9780387328225

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As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.

(En)Countering Native-speakerism

(En)Countering Native-speakerism PDF

Author: Adrian Holliday

Publisher: Springer

Published: 2015-09-29

Total Pages: 212

ISBN-13: 1137463503

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The book addresses the issue of native-speakerism, an ideology based on the assumption that 'native speakers' of English have a special claim to the language itself, through critical qualitative studies of the lived experiences of practising teachers and students in a range of scenarios.

Native and Non-Native Teacher Talk in the EFL Classroom

Native and Non-Native Teacher Talk in the EFL Classroom PDF

Author: Eric Nicaise

Publisher: Routledge

Published: 2020-11-11

Total Pages: 223

ISBN-13: 0429558082

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Native and Non-Native Teacher Talk in the EFL Classroom explores and compares the linguistic features of native and non-native English teacher talk with the aid of corpus linguistics. Setting aside the wide range of audio and video materials available, the EFL teacher is in many instances the main model of English to which students are exposed in secondary-level education. The basis of this book is to work towards a framework for the language that teachers of English need to be proficient in, based on an empirical study of language used in the ELT classroom by both native and expert non-native users. Presenting a corpus-informed treatment of the precise linguistic features used by EFL teachers within the framework of their most common teaching functions, this book: • Relates directly to the teacher talk of secondary-level EFL teachers; • Combines quantitative and qualitative approaches to data analysis; • Looks into pedagogical implications for ELT and proposes a flexible language development model based on evidence from the teacher training classroom; • Provides a corpus-based repertoire of language for the classroom which is of relevance to native and non-native student-teachers and practising teachers. Highlighting the need for much greater awareness of the impact of language use in both learning and teaching, this book is a major resource for advanced students and researchers of TESOL, classroom discourse, corpus linguistics, ELT, English for professional purposes, and teaching placement preparation.

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